CHRONOLOGICAL SEQUENCE (TIME/ORDER)
POSSIBLE
JUDUL
1 THE IMPROVING THE STUDENTS
(READING) ABILITY IN NARRATIVE TEXT
THROUGH CHRONOLOGICAL SEQUENCE (TIME/ORDER)
AT SMP/SMA
2 THE EFFECT OF CHRONOLOGICAL SEQUENCE
(TIME/ORDER) IN TEACHING (READING) SKILL ON NARRATIVE TEXT AT SMP/SMA
3 THE USE OF CHRONOLOGICAL SEQUENCE
(TIME/ORDER) IN TEACHING (READING) ABILITY AT SMP/SMA
4 THE INFLUENCE STUDENTS (READING) ABILITY BY USING CHRONOLOGICAL SEQUENCE
(TIME/ORDER) IN NARRATIVE TEXT AT THE
SMP/SMA
Authors make decisions about how to present information
to readers. They choose from a variety of structures to organize information
for readers. In chronological sequence
text structure, events are put in
order in which they occur in time. It is important to teach students
chronological sequence text structure using both fiction and nonfiction texts.
Knowledge of text structure can guide students to
understand the relationships among ideas in a text and help them improve
comprehension.
FOR THE STUDENTS
Guided Practice: Chronological Sequence
1.
Explain
to students that understanding text structure improves comprehension. An
example of text structure is chronological order. Remind students that
chronological order refers to the sequence in which the events occur. Texts
that follow a chronological sequence often describe events in the order that
they happened. However, sometimes events may be described out of order.
2.
Display
the Chronological Sequence Questions for the whole class. Have students read
the questions on the chart. Say: “Keep these questions in mind when reading the
story.”
3.
Distribute
copies of Story 1 (the one that does not follow chronological sequence of events)
to students. Set purpose: “You will read Story 1 that uses a chronological
sequence text structure. Find out if this story is difficult or easy to
understand and why.”
4.
After
reading, ask students: “Is this story easy to understand?” “Why is it difficult
to understand?” Encourage them to give examples.
5.
Distribute
copies of Story 2 (the one that follows chronological sequence of events) to
students. Say: “Now, let’s read Story 2. Find out if this story is more
difficult or easier to understand than Story and why.”
6.
After
reading, ask students: “Is this story easier to understand? Why?” Encourage
students to give examples.
7.
Refer
to the Chronological Sequence Questions. Do a Think-Pair-Share Activity. For
each item have student quickly pair up with a classmate and discuss their
response to the question. Then, they share their response with the class.
8.
Have
students summarize what they have learned about chronological sequence text
structure. Call attention to words that signal sequence of events.
9.
In
pairs or in small groups, have students work on Chronological Sequence
Activities.
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